Course 1: Introduction to South Africa’s Political History (Segment 1)

During this course, students will be introduced to South Africa’s unique 20th century history and the interplay between the country’s political, social and economic issues. In particular, the focus will be on the South African race-based identities and how these continue to be shaped by the country’s historical past. This social engineering practice cannot be easily dismissed as it continues to influence the future of South Africa’s developing democracy. Understanding how the past impacts on the present will allow students to better understand the issues and challenges currently facing the country. Special focus will be given to the unique socio-cultural and political history of the KwaZulu Natal Province which is also referred to as the Kingdom of the Zulus with its reigning King, Goodwill Zwelithini. Field trips to the Luthuli Museum in Groutville, the KwaMuhle Museum in Durban and to the Gandhi Settlement Trust Museum in Inanda will contribute towards making this history come alive. An assessment of the process of the Truth and Reconciliation Commission process following the 1994 elections will provide the platform for discussions on the country’s nation-building efforts, including the ongoing debates around the African National Congress led Government’s national identity and reconciliation policies.

Course Lecturers: Former DUT Chancellor, Mrs. Ela Gandhi and Deputy Chair, International Center for Non-Violence (ICON) and granddaughter of Mahatma Gandhi. Mr. Kiru Naidoo, Political Commentator and Programs Manager, SANPAD Prof. Karthy Govender, Head, Constitutional Law, U of KwaZulu Natal. Dr. Albertina Luthuli, daughter of Chief Albert Luthuli.

Course 1: Interface of Arts and Science in Society (Segment 2)

This course will examine a number of key problems on ethics, politics and culture. Students will be introduced to important questions and debates relating to the understanding of science, evolution, biomedicine and social justice. Discussions will promote reflections on man’s evolutionary origins, review our understanding of ethics and encourage discussions on the nature of modern science and its impact on contemporary South African multi-cultural and multi-lingual cultures. Part of the course will also focus on current studies on indigenous knowledge systems and challenges facing the scientific community when dealing with traditional healing practices with specific reference to HIV/Aids. The KwaZulu-Natal Province is the epicenter of the HIV/Aids pandemic. The significant contributions of the South African Arts community to societal change and democratic transformation will also be examined.

Poverty, unemployment and lack of jobs continue to be major challenges for local, provincial and national government officials. The course will conclude with an inquiry into the problem of happiness in philosophy, contemporary psychology and economics in the context of human rights abuses and corruption within South African societies.

Course Lecturers:
DUT Vice Chancellor, Prof Ahmed Bawa
Mrs Paddy Meskin, President, World Council for Religions and Peace – S.A.
Mr Jan Jordaan, Director, Art for Humanity
Prof Karthy Govender, Head, Constitutional Law, U of KwaZulu Natal

Credits: 16

Course 2: Zulu Language and Culture (Segment 1)

IsiZulu is the indigenous language of the Zulu people who, with an estimated 10 million members, are the largest ethnic group in South Africa. Of the approximately 500 languages within the Bantu language group, isiZulu is most closely related to other Nguni languages, including Xhosa and Ndebele. In fact, Zulu and Xhosa are so closely related that most linguists consider them to be dialects of a single language. Xhosa and Zulu language speakers, however, consider their languages to be autonomous.

The language part of the course will focus on communication. The students will be introduced, through simple everyday socio-cultural situations, to basic isiZulu vocabulary and grammatical structures to enable visiting students to communicate appropriately with isiZulu speakers. The course will be intensive and interactive. The cultural aspect of the course will focus on the Zulu cultural traditions and heritage which include Zulu customs and insights into their ancestral belief system.

Attention will also include reflections on how urbanization and industrialization processes impacted on the historical socio-economic developments within Zulu culture. Students will spend one full day touring the Zulu township areas around Durban, visit the Ekhaya Multi-Arts Center in Kwa Mashu and participate in interactive panel discussions with young people at the BAT Community Arts Centre and a visit with a Zulu host family. An optional tour of the PheZulu Cultural Village in Hillcrest will be arranged for those interested in experiencing traditional Zulu dance. (The tour is available to everyone whether they are taking the course or not). Evaluation: In-class tests and a final three-hour exam.

Course Co-coordinators:
Dr Loli Makuba, Head, DUT, Department of Languages
Mrs Nise Malange, Director, BAT Community Arts Centre
Mr Edmond Mhlongo, Director, Ekhaya Multi-Arts Centre

Course 2: Service Learning Course (Segment 2)

The objective of the Service Learning course is to study theoretical constructs of development and examine them in practice through services provided by Non-Governmental and Non-Profit organizations. The theoretical framework for development is based on theories of sustainability and of a pro-poor perspective. Students will be placed in individual organizations according to their interests and areas of expertise. In addition to a secured and supervised placement, students will visit the NGO/NPO’s development projects where they will be exposed to a range of social and cultural challenges and will also visit selected heritage sites during their stay.

Time: The class will meet 2.5 days per week during the 4 week internship and students will participate in supervised service activities organized by their specific organizations. The first week will include an overview orientation to the course and provide information on the expectations of each placement opportunity. There will also be Panel discussions with representatives of each of the participating NGO/NPO organizations to share relevant information and to review some of their challenges and problems. The remaining 3 week programmes will include site visits/inter-active engagements/oral presentations on their respective placement experiences. Students will be expected to submit a written paper for review/evaluation by their local academic supervisor and their U.S. University staff/supervisor who are responsible for granting credits for courses studied at the DUT International School.

Assessment: Students will be assessed in the following way:

1. Detailed analysis of their internships. (20%).

2. One page analysis of each of the readings, with a final paper demonstrating how theory and practice are integrated (30%).

3. A specific output of the project that the organization needs. Examples may be collecting data, preparing recommendations or presentations, interviews, developing training workshops. This will depend on each of the organization’s requirements. (30%).

4. Reflective Journal and a written paper presentation: students’ account of what happened, what they learned, what challenges they faced, etc. They will prepare a written copy and also make a presentation on the placements. The presentation will be evaluated by external examiners and the course academic supervisors (20%).

16 Credits

Service Learning Placement Options: Review website Links

Gandhi Development Trust:
Siyazama Project:
Art for Humanity:
Art for Humanity: